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22Ismikhanov Medzhid Abdulla, Imamverdiyeva Nazaket Beglyar
THE CONCEPT OF CONTROL, VERIFICATION AND EVALUATION ..
pedagogical sciences
UDC 37.012.2
THE CONCEPT OF CONTROL, VERIFICATION AND EVALUATION IN THE TEACHING OF THE FOUNDER OF SCIENTIFIC PEDAGOGY J.A. COMENIUS
© 2019
Ismikhanov Medzhid Abdulla, Ph.D. in Pedagogy, Professor, Department of Pedagogy Imamverdiyeva Nazaket Beglyar, Ph.D. in Pedagogy, Associate Professor of the Pedagogy Department Baku State University (1148, Azerbaijan, Baku, Z. Khalilov St., 23, e-mail: [email protected])
Abstract. The concept of supervision, inspection and evaluation as an educational theory in the heritage of the precious pedagogical heritage of the great Czech philosopher and philosopher JA. Comenius, is a major contributor to the human culture with its rich creativity, the founder of the great thinker-humanist, scientific pedagogy. This concept derives its theoretical and methodological basis from the philosophical-scientific views of the great educator, the educational theory based on humanism and kindness - the purpose, content, principles and principles of the training. J. Comenius called the school "wise, humane, benevolent, light and business office" and saw its purpose in training wise, perfect, moral, kind, business people. These goals and ideas form the basis of its training concept. The novator-educator who called feudal schools based on strict discipline and penalties for a period of time called the "crazy prison" had set up a new school and education system that he had to turn his school into a "joy school" free of any fear and pressure. His training concept meant that the training process was carried out without fear and violence - as easily as possible, with no mildness, difficulty or compulsion. In this concept, the teacher acts as a "gentleman, kind father, wise tutor" rather than a "helper ruler". The great teacher appealed to the professors, "If you do not learn to act as a father, you cannot act as a teacher."
Keywords: Jan Amos Comenius, pedagogical teaching, control, testing and assessment of knowledge, modern pedagogical theories.
КОНЦЕПЦИЯ КОНТРОЛЯ, ПРОВЕРКИ И ОЦЕНИВАНИЯ В УЧЕНИИ ОСНОВОПОЛОЖНИКА НАУЧНОЙ ПЕДАГОГИКИ Я.А. КОМЕНСКОГО
© 2019
Исмиханов Меджид Абдулла, доктор философии по педагогике,
профессор кафедры педагогики Имамвердиева Незакет Бегляр, доктор философии по педагогике, доцент кафедры педагогики Бакинский государственный университет (1148, Азербайджан, Баку, ул. З.Халилова, 23, e-mail: [email protected])
Аннотация. Концепция контроля, проверки и оценивания как образовательная теория в наследии драгоценного педагогического наследия, непрерывного творчества основателя научной педагогики, великого мыслителя-гуманиста, чешского философа и просветителя Я. Коменского, является крупным вкладчиком в общечеловеческую человеческую культуру. Эта концепция опирается на теоретическую и методологическую основу философско-на-учных взглядов великого педагога, теорию образования, основанную на гуманизме и доброте, на цель, содержание, принципы и методы его подходов к обучению. Я. Коменский назвал школу «мудрой, гуманной, доброжелательной, светлой и деловой мастерской», и видел ее цель в обучении и воспитании мудрых, совершенных, высоконравственных, добрых, деловых людей. Эти цели и идеи составляют основу его концепции обучения. Новатор-воспитатель, который в течение некоторого периода времени называл «тюрьмой для сумасшедших» феодальные школы, основанные на строгой дисциплине и наказаниях, создал новую школу и систему образования, которую он должен был превратить в «школу радости», свободную от любых страхов и давления. Его концепция обучения означала, что процесс здесь шел без страха и насилия, то есть настолько легко, насколько это возможно, без раболепия, трудностей или принуждения. В этой концепции учитель действует как «джентльмен, добрый отец, мудрый наставник», а не как «помощник правителя». Великий учитель обратился к профессорам: «если ты не учишься действовать как отец, ты не можешь действовать, как учитель».
Ключевые слова: Ян Амос Коменский, педагогическое учение, контроль, проверка и оценивание знаний, современные педагогические теории.
J. A. Comenius's training concept includes control, inspection and evaluation - role, types, methods and means of training, organization mechanism, requirements to it, as well as evaluation indicators, terms and so on. Issues were reflected. The following key requirements have been set out in the Concept of Monitoring and Evaluation: a) Kindness, care and attentiveness, endurance and patience; b) routine and systematic monitoring and inspection; c) the application of different types of control and verification, the cohesion of serious entertainment; d) the use of all methods and means of supervision, assessment and evaluation and their application in accordance with the conditions; (e) In addition to the control and evaluation function, as well as the implementation of teaching, supplementation, correction, incentive and diagnostic functions. Let's briefly explain these requirements.
The teacher should be kind, caring, attentive and careful in checking and evaluation, and should make the pupils' mistakes patiently, and should not be harsh or frustrated at this time. In the "Basics of Teaching and Learning Era", the
prominent educator wrote: "It does not matter to the students that they do not give enough explanation, but do not help them at least, but forcing them to swallow and chastise them, When a teacher comes out of his way, he is a "unreasonable" man. This is like a baby who is afraid of standing up and trying to force the baby to go out often and not to beat it."
J. A. Comenius also considered it necessary for the students not to load, and to take into account the age and understanding of their performance when giving assignments. He pointed out that the students who were overloaded by excessive tasks that led them to "carelessness and mental disorder" acted foolishly, and destroyed the ability of the students (p.128).
Monitoring and monitoring should be conducted regularly in the training: the teacher should oversee the training of the students in all the training; it should regulate it. In this case, the responsibility, effort and activity of the pupils are increased. According to J. A. Comenius, the important purpose of the teacher is to understand the knowledge learned, to remain well in the memory and to be implemented. By frequently
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asking questions for understanding the knowledge, "it is necessary to awaken the minds of the pupils, to correct them patiently, to persuade them to be skillful in every work by means of regular outreach" (p.374).
The great educator mentioned various types of prints (emotions, minds, discoveries, language, style, history, reading, music, voice) and considered their importance to be maintained.
One of the requirements for supervision, verification and examinations is the expectation of a particular system in this work. J. A. Comenius described the system of examinations and examinations at school during the "Laws of a Well-Established School": hourly, daily, weekly, and monthly, trimester (MS semester), annual examinations and exams. The hourly checks include teachers, daily checks, dehraires (weekly checks), weekly checks, pupils' own pupils, monthly checks with the school principal, rector (high school teacher, MI), trimester exams rector, annual examinations the school principal with the participation of teachers and teachers. These types of verification and evaluation combine with each other: all previous knowledge and skills are reinforced, checked and applied in subsequent pilots - traction, examinations and examinations, races and competitions.
Y. A. Comenius's training concept focuses on control and inspection methods. Speaking of "general requirements for learning and learning," senior educators point out one of the most important requirements for pupils to "implement all the methods of disclosing their mental abilities and apply them accordingly" (p.112). The concept includes methods of verification and control. The following can be seen in:
- methods of verbal control; written control methods; mutual control, self-help and self-explanatory methods; racing, racing and game methods; inspection and methods.
The above methods allow evaluating the status of fulfilling the objectives of the training, the level of knowledge acquisition and the skills and abilities of students. In the system of conception audit and control methods, the oral questioning method plays an important role. This is not accidental; a great educator would give special insight into "what the students taught" to others and to others, based on the principle "whoever teaches, learns him". Because hearing and readers are erased from the memory, but what they are talking about and what they teach is solid. This idea, which was announced four centuries ago by the prominent educator, has found its scientific findings in the modern psychology of psychology. It was determined that the effectiveness of the alienation (percent), depending on the learning tools, was estimated as follows: reading - 10%, hearing - 26%, seeing -30%, seeing and hearing 50% 70%, practice - 80%, speaking and hearing - 90%, teaching 95% effectiveness (Curriculum reform: researches, conclusions, Baku, Interpretation, 2011, pp. 198). From this point of view, the great educator needed the teacher to ask the student more and more about the topic in the lesson, rather than a single student. J. Comenius likewise liked this writing in writing: one of the pupils read the text, listened carefully and corrected them when there were mistakes. In this manner, other students are also read and analyzed. Thanks to this method of checking the students learn to repeat the rules, find and correct mistakes, make correct corrections, and the teacher will be able to evaluate the degree to which he or she has fulfilled (praise, motivate, or reprimand, etc.).
As in the nature, it is important to emphasize that everything in the training is relevant and that "the relevance of constantly interacting with each other" is enhanced by the instructional supervision and monitoring of students' self-control and self-identification and interactions he had to coordinate his test. Pupils should actively participate in both written and verbal examinations, and find their friends and their mistakes. At this point, the teacher should direct the attention of the pupils to the detection of the causes. J.A. Comenius showed that involvement of students in mutual checking and self-censorship is significant in several respects:
"In this way a) the teacher's efforts will be diminished; (b) Everybody will learn the lesson because no one will focus on the subject; c) everyone will be brought up and brought up "(p.161).
In the prominent pedagogue's inspection and evaluation system, tracking, racing and game methods are widely used. J. Comenius considered it one of the three components of teaching and learning methods (example, explanation, point). In each lesson, 16/1 of the watch needed to be separated into the sample (the object or its observation), 16/3, and 4/3 (in practice or imitation). "It is recommended to divulge the knowledge of the imitation in theoretical questions by means of the test," (p.354).
In the training concept of J. Comenius, the findings are not simply a workout character; they have several objectives: to replicate knowledge and skills, to work on mistakes, to evaluate and appraise the pupils' appropriateness. All performances were accompanied by races, competitions and games. At the time of the Pansophy School (general wisdom
- MI), regular competitions and competitions were held to capture students' high places in the classroom (score points). During weekly checks, the students were encouraging each other to take part in a science competition. A student who holds a high place in the classroom (in his own right) could have called a student to the mind and knowledge race in front of all his comrades; the winner was awarded the highest award as a prize. J. Comenius showed that "it is possible to encourage all to make efforts through mutual competitions and to enrich the treasures of wisdom," (p.291). Such races and competitions were successfully applied at all stages (mind, memory, history, language, style, reading, etc.). In this case, the importance of games, especially rolled games, is great; the games helps develop mentally and physically, take tension and fatigue, and keep children's lives alive. J. Comenius added to this idea by Dr. Luther: "It is important to take the youth in school with serious training so that they do not enjoy the pleasure they enjoy from the game all day long. Only then will schools be the threshold of life "(P 171).
Inspection and exams take special place in J. Comenius's training concept. Regular tests and exams have a great influence on the pupil's acquisition of knowledge, in their correct, error-free expression and application (see What Does Not Exist for?) (P.354). the great educator, by mentioning various types of examinations and examinations, examined each of them individually and characterized them as "laws for exams."
1. Hourly audits are conducted by the teacher on a daily basis. He monitors - by observing how students behave, partly speaking (eg repetition of what I said now, how do you understand it?) Checks the students' perceptions of how they pass the passage.
2. Daily checks are conducted through assistant teachers. They repeat the day after the school day by asking the students. At the same time, a well-balanced knowledge acquisition is achieved.
3. Weekly inspections - in the form of competitions by pupils themselves. Students in the group (classroom) who occupy a high place are calling for a knowledge contest in front of everyone. If he had been defeated (high score -MI), he would have to give his place to the winner and keep himself down. If he had been defeated, he would continue to stay in his place. J. Comenius showed that, through such competitions, students gain the ability to self-motivate each other to encourage each other to be able to move higher places; which plays the role of an effective stimulus.
4. Monthly inspections are conducted once a month with the school principal by the rector (senior education officer
- MI). They go through classes and examine the extent to which monthly assignments are performed.
5. Trimester (semester - MI) examinations and examinations are carried out by the rector of the school and another school principal. The purpose of such examinations and exams is to identify worthy pupils who are more gifted than others in terms of knowledge, memory, language and
Ismikhanov Medzhid Abdulla, Imamverdiyeva Nazaket Beglyar pedagogical
THE CONCEPT OF CONTROL, VERIFICATION AND EVALUATION ... sciences
behavior, and are exemplary in their exemplary endeavors. Such writers were chosen and invited to the stage in front of everyone, and solemnly presented them with open rewards. Experts and exams, which were held by high-ranking and influential people and ended with award winning, encouraged all students to read more diligently.
6. Yearly exams are aimed at bringing students from one class to another and once a year in the autumn, with the attendance of school principals. The extent to which the knowledge gained during the year was pushed by the students was checked. The exam was conducted as an oral questionnaire. At that time, the majority of pupils could not be tested because of the majority of pupils who were randomly selected by casting a ballot in each group of 10 persons, and were asked to check their knowledge before the whole department. When randomly selected students were examined, it was concluded that the rest of the students could do so and deceived.
During the examinations, when some students were found to be too far back in their academic studies, the school principal decided that the students, along with the rectors and teachers, would not be letting their pupils go to future classes. The rest of the students were taken to upper classes. Students who earn only hourly, daily, weekly, monthly, trimester reviews are awarded praise, awards, and high places and so on. They are encouraged by the means, and in the case of failure and effort, they are reprimanded, denied, losing ground, or re-learning and writing the mistakes they know or write. Apparently, J. Comenius has succeeded in creating a new stimulating learning environment in the old school, replacing the pupils with fear and anxiety by replacing the assessment and evaluation with humanistic means.
In the training concept of J. Comenius, the criteria and criteria of assessment and evaluation were also solved peculiarly. Inspection and evaluation provide for the measurement and evaluation of students' knowledge and skill levels in terms of certain indicators. These indicators are closely linked to the goals and objectives of the training. J. Comenius, speaking of "Laws that are more applicable to school goals," shows that all the activities at school and the pupils' life in the school will be a) b) ability to succeed; c) interpret; d) I have to try to learn how to apply it (p.350). According to him, the main objective of the school is to educate talented and wise men who are knowledgeable and who are experienced in acting and using information and activities. Knowledge should not be limited to talking or expressing certain things: it is also important to teach the child to understand, understand, and act. The great educator wrote in this connection: "Teaching things to understand, but not teaching to act is a kind of hypocrisy, that is, to speak and do nothing" (p.350).
"Inspection and Examinations" also include some of the indicators that are considered during the assessment: "The extent to which the knowledge of the pupils are properly understood and spoken correctly, how to respond to all the tasks and to make mistakes" 355).
As you can see, J. Comenius has identified the most important indicators for the evaluation of pupils' learning achievements. They include: a) knowledge, scope of the assignment (material has been fully or partially appropriated and maintained?); b) understanding of knowledge (knowledge conscious, understandable or mechanical?); c) the application of knowledge (can the student apply knowledge independently?); d) expression of knowledge (can the student be able to express his / her knowledge correctly and inaccurately)? Based on these key indicators, the level of acquisition of knowledge and skills of pupils is assessed.
Assessment is done in different ways: by the number ("5"), word ("excellent"), ball (10 points, 100 points), praise or reprimand ("Afternoon", "Very Good", " Reward for winners of competitions and competitions, to rank or name in certain areas, to raise the rank, to give examples to other children, to give confidence in the student's strength and 30
using different communicative means (gesture, mimicry, etc.). J. Comenius's assessment system includes a wide range of evaluation forms (definition, reward, motivation, etc.) that reflect humanism and goodness. The great educator opposes the use of punishment as an instrument of punishment, and says in this regard: "I strongly insist that these tools, which are absolutely worthless and free of slavery, should not be used at school and should be completely abandoned there" p.214). The humanist educator advised that teacher-student relationships should be based on good intentions, kindness, always sincere and open-mindedness, and severity should be given to children as much as possible.
Valuation is a very important step in training. It helps to improve the quality and efficiency of the training when it is arranged properly, to provide feedback, to increase the sense of responsibility in the instructors and trainers, and stimulate learning. Everyone is showing great interest and sensitivity to the value given to their work. This interest in students becomes stronger; assessment can be a very subtle pedagogical tool that can arouse or eliminate them. Everything depends on how the assessment is conducted, whether it meets pedagogical requirements. The teacher should wait for the appropriate assessment criteria. Evaluation terms have been included in J. Comenius's audit and evaluation concept. Those conditions may include the following: (a) objectivity and fairness; b) humanism and benevolence; c) healing and publicity; d) expectation of a certain measure; e) coordination of serious entertainment; f) minimal use of negative assessments. Let's briefly consider these conditions.
Objectivity in evaluating justice is a prerequisite for determining the pupil's commitment to training and teacher. Assessment is expressed in the correct representation of the actual knowledge and the level of the student's actual knowledge. In this case, it is harsh to evaluate whether it is worthless or subordinate to the extent to which one deserves it or not - in both cases it is harmful: in the first case, the archaeological discourse, and secondly, creates mistrust. J. Comenius believes that teachers and school administrators are fully justified in various competitiveness measures - competitions and competitions, exams, rewards, "no inconsistencies, "It was important to note. He considered the objectivity of assessment as a prerequisite to connect with a humanist attitude towards the student, kindness. The prominent educator wrote on this occasion that the teacher tried all his efforts to teach everyone that he was teaching and reprimanding all that he had been influenced by the paternity and that he was taught to teach everyone and not to touch anyone's heart should spend; he must diligently seek the best of the po- liticals, and treat them with kindness, not with hardness.
J. Comenius saw one of the most important conditions of the assessment in transparency and openness. This is expressed in the fact that the exam, the exam, the race and the reward are attended by everyone, who responds and how to assess (affirmation and reprimand). The organization of the work is double-effective for students who are rewarded and rewarded. Students participating in this process are encouraged to produce a certain result, to learn from good examples, to avoid repetitious or punished, neglecting negative attitudes and avoiding them. Transparency, transparency also allows students to have the right idea about the validity of the assessment, which prevents uncertainty about the teacher's subjective approach to the process.
One of the important conditions is the expectation of a certain measure in the assessment. At the same time, the full extent of the student's knowledge and abilities is correctly understood and understood properly. Teacher should take these indicators into account when evaluating each student and explain why he or she is evaluating in a particular way. Students of this dimension should be well aware that they have the right idea of how to counteract and criticize their teacher in an unfair manner. Likewise, students will be prepared according to their assessment criteria, and will not Balkan Scientific Review. 2019. Т.3. № 2(4)
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be able to find a way to self-assess and compromise their outcome.
One of the evaluation criteria in the training concept of J. Comenius is the use of as little as possible without a valid assessment. Negative pupils are able to create negative emotions, dissatisfaction with learning, lack of confidence in their own power, and sometimes disrespect for the teacher (even though they are unfair). The great educator was insistent on his humanistic and kind nature, and demanded that he be punished in the training (especially the physical body in school at that time). He pointed out that "physical penalties cause hatred and enmity toward science in the very heart of man. Therefore, if a mentally ill condition that is hateful to learning is observed, it should not be exacerbated by severe medicines; rather, it should be cut off with the appropriate spiritual nutrition by using soft tools. The gardener is so kind and gentle with younger, refined plants that he does not put saws, knives and scissors into consideration when they are unable to resist the growth of young plants (p.211). To this end, the prominent educator advised educators and educators to adhere to the principles of tolerance, humiliation, punishing, and committing severe seriousness when administering youth it is my honor.
According to J. Comenius, one of the conditions of student performance evaluation in training is coordination of sincerity and fun. This is to alleviate the tension in training, and say, in the words of the great educator, "mental ventilation with exercises, imbalances, contests and slogans, as well as the certainty that everything is firmly established in school" .257). However, when organizing weekly, monthly competitions and contests for the first place in the pupil, it is necessary to pay attention to the fact that it does not turn into fest and entertainment and thus lose its importance. The prominent educator advised that "to foster pride and fear of lowering rates help the learner to always make efforts" (p.212).
Complying with the conditions under review in pupils 'performance in the training, as well as ensuring that this process is more accurate, efficient, tense and exciting, enhancing students' motivation for learning, and favorable conditions for normal teacher and student interaction to create. From this point of view, the great educator concludes in one of the "general practices taught in teaching and learning art" that the teacher must implement all the methods of revealing the mental abilities and apply them according to the circumstances (p.38). J. Comenius demonstrated the contradictory nature of the assessment, advised the teachers and advised them to use this right wisely and with the utmost.
Conclusions. The teaching theory of the prominent Czech pedagogue J. Comenius, including the concept of control, inspection and evaluation, has had a strong impact on the world education system as a whole. Though a four-century period has passed, the educational conception of the educated pedagogue has successfully passed through the centuries-old experiments, and still keeps its relevance and freshness. Scientific and pedagogical ideas of J. Comenius, who occupy a worthy place in the ranks of the world's most influential thinkers, have been continued by prominent educators from different countries in the following periods and are still being continued today.
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